A big part of mentoring at USC is about students’ academic progress and their general well-being. Zahra Pirvali’s Year 12 mentor group celebrated their end of Term 1 achievements over a shared breakfast at The Pancake Kitchen.
Zahra’s Year 12 mentor students enjoying breakfast and sharing their study tips this morning at The Pancake Kitchen, located on Gilbert Street in the City.
The central location of University Senior College (USC) on North Terrace is ideal to make little trips like this possible. They all enjoyed a nice stroll to breakfast from their mentor location of the Jordan Laboratories, based on The University of Adelaide campus. USC has three buildings that are dedicated USC teaching and learning spaces. Students also utilise The University of Adelaide learning spaces and year 12 lectures are taken place in the University lecture theatres.
Breakfast discussions included the sharing of study plans used in Term 1 and how successful they have been so far, they are all happy with their progress so far, as we are. Keep up the great work and you will reap the benefits at the end of the year – you are already a quarter of the way through your final year of High School.
Mentoring Program at USC
The Mentoring program at University Senior College is underpinned by world’s best practice and the evidence based science of positive psychology (Seligman 2011). Mentoring supports students as they undertake their studies at USC and assists in preparing them for tertiary study.
Mentoring provides support for students’ wellbeing, academic progress and career pathways. Research points to the teacher as the most significant factor in learning – the teacher’s knowledge, enthusiasm, responsiveness to students and relationships with students (Hattie 2009). The student’s sense of being connected with the college is also a significant factor in his or her emotional well-being and academic success. At USC, the Mentor’s role is to establish and maintain a relationship that builds a sense of connection between the student and the college. Our aim is that the experience of this relationship will assist students to develop the confidence to initiate similar supportive learning relationships when they progress to the tertiary setting.
The Mentor guides students to manage their learning independently through monitoring their performance and assisting them to gain greater insight into themselves as learners. Through a series of reflective, one to one mentoring interviews and group presentations we assist students to identify their strengths, values and interests in order that they take responsibility for their development as learners and make appropriate decisions about tertiary pathways. Our aim is to develop each student’s self awareness as a learner in order to assist them to successfully manage the future demands of tertiary study.
Seligman. M, 2011, Flourish, Australia, Heinemann
Hattie. J, 2009, Visible Learning – a Synthesis of over 800 meta-analyses relating to achievement, New York, Routledge